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• W2316241927 abstract "Introduction/Background Academic healthcare curriculums need to prepare the future healthcare workforce to work on interprofessional teams and use current technologies. An innovative program to address these initiatives was established at the College of Nursing and Health Sciences at Florida International University in Miami, Florida. A goal for this androgogical teaching-learning initiative is to increase the number of family nurse practitioners (FNP) and other healthcare providers ( physical therapists (PTs), occupational therapists (OTs), athletic trainers (AT), physicians (MD) and speech pathologist (SLPs) who will have knowledge to function in technologically advanced interprofessional teams providing culturally competent care for underserved populations. One of the key strategies of accomplishing these objectives is the integration of culturally competent interprofessional simulation scenarios. There is evidence that Interprofessional Education (IPE) learning initiatives in healthcare should involve directed educational experiences and additionally experiences which allow for healthcare team interactions to practice IPE competencies (NLN, 2012). This initiative will allow learners to collaborate in interdisciplinary teams, providing discipline specific care of simulated multiethnic, multilingual, multigenerational patients and families in a safe environment prior to providing care to patients in real world clinical situations. These activities will lead to an interprofessional healthcare workforce prepared to provide optimal and patient centered culturally competent compassionate care. Methods Simulation scenarios were created that replicated real world situations that all student disciplines will encounter. All the simulation scenarios were uniquely created to include diverse cultural and religious beliefs, values and healthcare practices and the four domains of interprofessional education core competencies (IPEC, 2011). Systematic and multifaceted coordination was integral in the planning stages of the culturally competent (CC) interprofessional (IP) advanced practice simulation scenario initiative to be able to organize to include disciplines of nursing, athletic training, physical and occupational therapy, medicine and speech pathology. Knowledge of and experience with the scope of practice and core competencies for each of the disciplines was crucial in order to implement this IP collaborative student experience. Regular meetings occurred between multidisciplinary faculty, the simulation coordinator and the developer of the culturally competent scenarios . The simulation case scenarios were created with input from FNP and interdisciplinary content experts. Faculty from each discipline integrated simulation into their respective curriculums and syllabus. Additional preparation involved training lead and clinical faculty regarding simulation best practice standards, procurement of simulation equipment such as partial task trainers, discipline specific supplies and cultural props. CC IP student simulation guidelines developed were made available in an IP collaborative virtual platform. Results: Conclusion There is a need for improved collaboration, communication and problem solving among health care team through IPE to improve healthcare quality and patient outcomes. Culturally sensitive IP simulation experiences allow for students of all disciplines to interact and collaborate, promoting enhanced IP team collaborations and quality of patient care. This program helps meet the goals of training students who will have knowledge to function in technologically advanced interprofessional teams providing culturally competent care for a underserved populations. Disclosures HRSA Grant D09HP25017." @default.
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• W2316241927 date "2013-12-01" @default.
• W2316241927 modified "2023-10-14" @default.
• W2316241927 title "Board 135 - Program Innovations Abstract Incorporating Culturally Competent Technology Interprofessional Experiences in Six Different Health Care Providers Curriculums (Submission #1263)" @default.
• W2316241927 doi "https://doi.org/10.1097/01.sih.0000441400.59951.94" @default.
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